Embedding AI Ethics in Technical Training
A Multi-Stakeholder Pilot Module Emphasizing Co-Design and Interdisciplinary Collaboration at Rome Technopole
Bibliographic Data
| ID | 22045932 |
|---|---|
| Authors | Giuseppe Esposito (0000-0002-7363-566X, Istituto Superiore di Sanità), Massimo Sanchez (0000-0003-3696-7582, Istituto Superiore di Sanità), Federica Fratini (0000-0003-0807-930X, Istituto Superiore di Sanità), Egidio Iorio (0000-0001-6673-3838, Istituto Superiore di Sanità), Lucia Bertuccini (0000-0002-4278-2376, Istituto Superiore di Sanità), Serena Cecchetti (0000-0002-3601-176X, Istituto Superiore di Sanità), Valentina Tirelli (0000-0001-6021-0833, Istituto Superiore di Sanità), Daniele Giansanti (0000-0002-8904-0847, Istituto Superiore di Sanità, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 10 |
| Pages | 1416 |
| Publication date | 2025-10-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15101416 |
| OpenAlex | W4415402516 |
| Language | EN |
| References cited | 26 |
Higher technical education plays a strategic role in equipping the workforce to navigate rapid technological advancements and evolving labor market demands. Within the Rome Technopole framework, Spoke 4 targets ITS Academies, promoting the development of flexible, modular programs that integrate advanced technical skills with ethical, legal, and societal perspectives. This study reports on a pilot training initiative on Artificial Intelligence (AI) co-designed by the Istituto Superiore di Sanità (ISS), aimed at exploring the ethical, practical, and educational relevance of AI in higher technical education. The module was developed and tested through a multi-stakeholder collaboration involving educators, institutional actors, and learners. A four-phase approach was adopted: (1) initial stakeholder consultation to identify needs and content directions, (2) collaborative design of the training module, (3) online delivery and engagement using a CAWI-based focus group, and (4) mixed-method evaluation, combining quantitative assessments and open-ended qualitative feedback. This design facilitated asynchronous participation and encouraged critical reflection on the real-world implications of AI. Through the four-phase approach, the pilot module was developed, delivered, and assessed with 37 participants. Quantitative analysis revealed high ratings for clarity, relevance, and perceived utility in terms of employability. Qualitative feedback highlighted the interdisciplinary design, the integration of ethical reasoning, and the module’s broad applicability across sectors—particularly Healthcare and Industry. Participants suggested including more real-world case studies and collaborative learning activities to enhance engagement. The findings support the feasibility and added value of embedding ethically informed, interdisciplinary AI education in professional technical training pathways. Developed within the Rome Technopole ecosystem, the pilot module offers a promising approach to fostering critical digital literacy and preparing learners for responsible engagement with emerging technologies
Curriculum · Engineering education · Focus group · Higher education · Modular design · Qualitative research · Stakeholder · Workforce · Workforce development · Ethics and Social Impacts of AI
Responsible Artificial Intelligence
Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework
The global landscape of AI ethics guidelines
Educational Transformation Through Emerging Technologies
The Impact of Artificial Intelligence (AI) on Students’ Academic Development
Co-constructing educational innovations for an uncertain future
The ethics of AI in health care
The ethics of algorithms
| Citation velocity | historical |
|---|---|
| Highly cited | No |